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This study examines the structure and cognitive demands of questions found in Grade 5 learners’ English first additional language (FAL) and isiZulu home language (HL) subject workbooks. Using document analysis as the qualitative method, the present study provides an analysis of different comprehension task questions using Bloom’s revised taxonomy of educational objectives (BRT) as a framework for evaluating the standard and existence of a continuum of thinking skills expected of learners from the curriculum. The results show that English and isiZulu language subjects do not follow an equitable assessment order from basic remembering to the highest level category of creating in the categorisation of questions. This implies that English FAL enjoys a more systematic categorisation of questions, allowing learners to answer questions at a lower processing level to a higher cognitively demanding level of question processing. Whereas, in isiZulu HL, the categorisation is mixed from a higher level of question processing to a medium level of processing in a non-systematic manner. It is suggested that curriculum developers harmonise these assessment levels and standards to better scaffold Grade 5 learners’ (average age 10 to 11 years old) ability to answer questions correctly according to their cognitive levels.

The categorisation of questions in the assessment of language subjects for multilingual learners in South African primary schools